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Dive into the research topics where Blake E. Peterson is active.

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Featured researches published by Blake E. Peterson.


Mathematical Thinking and Learning | 2017

Attributes of Instances of Student Mathematical Thinking that Are Worth Building on in Whole-Class Discussion

Laura R. Van Zoest; Shari L. Stockero; Keith R. Leatham; Blake E. Peterson; Napthalin A. Atanga; Mary A. Ochieng

ABSTRACT This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier work or generated in the moment, the accuracy of the thinking, and the type of thinking (e.g., sense-making). Findings illuminate the complexity of identifying student thinking worth building on during whole-class discussion and provide insight into important attributes of these high potential instances that could be used to help teachers more easily recognize them. Implications for researching, learning, and enacting the teaching practice of building on student mathematical thinking are discussed.


Archive | 2018

The Structure of Student Teaching Can Change the Focus to Students’ Mathematical Thinking

Blake E. Peterson; Keith R. Leatham

This paper describes our efforts to change the focus of our student teaching experience by altering the structure of that experience. We provide evidence that the restructuring accomplished its purposes and, in so doing, addressed a number of problems with the traditional structure it replaced. In particular, we achieved less focus on issues of classroom management and student behavior, more focus on students’ mathematics, and substantial opportunity to grapple with the elicitation, interpretation and use of student mathematical thinking during class discussion. Although there is still room for improvement, our model provides an existence proof that the focus of the student teaching experience can indeed be altered and improved.


Archive | 2017

From a Framework to a Lens: Learning to Notice Student Mathematical Thinking

Dawn Teuscher; Keith R. Leatham; Blake E. Peterson

Teaching is a complex endeavor that necessarily requires teachers to attend to some activities and ignore others. This case study focuses on prospective teachers’ learning to notice student mathematical thinking. We frame our view of noticing with the professional noticing framework (Jacobs, Lamb, & Philipp, in Journal for Research in Mathematics Education 41:169–202, 2010), and our view of student mathematical thinking with the MOST analytical framework (Leatham, Peterson, Stockero, & Van Zoest, in Journal for Research in Mathematics Education 46:88–124, 2015). We share evidence that a research experience that focused prospective teachers in a sustained, intense experience focused on articulating student mathematical thinking through focused video analysis influenced their ability to notice in-the-moment student mathematical thinking during their student teaching experience.


Archive | 2017

Noticing Distinctions Among and Within Instances of Student Mathematical Thinking

Shari L. Stockero; Keith R. Leatham; Laura R. Van Zoest; Blake E. Peterson

In this chapter, we argue that there are two critical aspects of noticing student mathematical thinking: noticing within an instance of student thinking and noticing among instances of student thinking. We use the noticing literature to illustrate these distinctions. We then discuss how the MOST Analytic Framework analysis provides structure and guidance for noticing both within and among instances, and illustrate the complex interaction of these two types of noticing through the analysis of an excerpt of classroom dialogue. We conclude by offering the perspective that studies of noticing must go beyond placing value on student mathematical thinking to discriminating among instances of student thinking based on their potential to be used to support students’ understanding of important mathematics.


Archive | 2017

The Instructional Quality of Mathematics Student Teachers in the United States and Japan: The Possible Impact of the Structure of Student Teaching

Douglas Lyman Corey; Keith R. Leatham; Blake E. Peterson

In this chapter we explore the instructional quality of four US student teachers in a novel student teaching structure. To overcome some of the common problems associated with student teaching documented in the research literature, we adapted a student teaching structure commonly used in Japan. We evaluate the instructional quality of the lessons by using the Mathematical Quality of Instruction (MQI) video coding protocol. We compare the instructional quality to a sample of Japanese student teachers and to a large sample of lessons from six large US school districts, utilizing the Measures of Effective Teaching (MET) study. We also illustrate the quantitative findings with vignettes from US and Japanese student teaching. The results show that given the right support and structure, student teachers in the USA can implement lessons that are similar in quality to Japanese student teachers and much richer than typical US mathematics instruction.


The Mathematics Teacher | 1998

Mentoring Beginning Teachers

Penelope H. Dunham; Steven R. Williams; Thomas Dick; Blake E. Peterson


Archive | 2005

Mathematics for Elementary Teachers: A Contemporary Approach

Gary L. Musser; William F. Burger; Blake E. Peterson


Journal for Research in Mathematics Education | 2015

Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking.

Keith R. Leatham; Blake E. Peterson; Shari L. Stockero; Laura R. Van Zoest


Journal of Mathematics Teacher Education | 2010

Secondary mathematics cooperating teachers' perceptions of the purpose of student teaching

Keith R. Leatham; Blake E. Peterson


Journal of Mathematics Teacher Education | 2005

Student Teaching in Japan: The Lesson.

Blake E. Peterson

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Laura R. Van Zoest

Western Michigan University

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Shari L. Stockero

Michigan Technological University

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James H. Jordan

Washington State University

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Mary A. Ochieng

Western Michigan University

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Dawn Teuscher

Brigham Young University

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